IDNA

IDNA
Instructor Development Needs Analysis: a paper-and pencil tool for systematically determining the development needs of trainers and educators

A Different Kind of Community Service.

Volunteers from the Westinghouse Electric Company (WELCO) of CBS, Inc. developed this tool at no cost to US taxpayers. This innovation supports the US Department of Energy (DOE) Carlsbad Area Office (CAO) and WELCO joint efforts to assist in the economic and educational development of host communities. 1998. All intellectual property rights have been transferred to DOE/CAO at no cost. DOE/CAO and WEC transfer this assessment tool to US organizations, and nonexclusive rights to use it, at no cost through the joint DOE/CAO and WEC technology transfer program.

Instructor Development Needs Analysis (IDNA) Evaluators Guide

Introduction The purpose of this tool is to assist businesses, government agencies, non-profit organizations, and educational institutions in identifying the development needs of their instructional staffs. Instructions: Review all of the tasks on the survey form, delete modify, or add tasks as appropriate for your organization/institution

Have each instructor in your organization/institution complete a survey form. Be sure that each instructor receives the participants guide. Collect all of the analysis forms. Go through each form scoring each task. Example:

Task Develop lesson objectives

Difficulty 1 2 3 4 5

Importance 1 2 3 4 5

Frequency D W M Y N

3+4+2=9
Note that frequency is scored as follows: D=1 W =2 M= 3 Y=4 N=5

After you have scored each task on each form, it is time to determine the mean score for each task. To calculate the mean score, add all of the individual scores together for a given task and divide by the number of instructors who completed the analysis. The mean scores should be = 3.0 and = 15.0. Order the tasks from highest mean score to lowest mean score. You have just created a prioritized list of instructor development needs using a systematic approach to training. As appropriate, use the following guide to determine the best type of training:

Mean Score 3-7 -No formal training necessary address specific needs through informal on-the-job training (OJT) Initial formal training necessary (train one time) Initial and on-going formal training necessary

8-11 12-15

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Instructor Development Needs Analysis (IDNA) Participants Guide

Purpose The purpose of this assessment is to identify instructor development needs in your organization. Because the data that you provide will be used to determine the training that you and others will receive in the future, it is critical that you are candid and thorough in completing this form. The authors of this tool recommend that you take a break halfway through the analysis. It is unnecessary to identify yourself on the form. Thank you for your participation. Use the following to make your selections:

Difficulty * in performing task properly

Importance in performing task properly

Frequency in performing task

1 = EASY for me to perform

1 = of MINIMAL IMPORTANCE in the learning process 2= of SOME IMPORTANCE in the learning process 3= of AVERAGE IMPORTANCE in the learning process 4= of ABOVE AVERAGE IMPORTANCE in the learning process 5= of EXTREME IMPORTANCE in the learning process

D = I perform this task DAILY or more

2 = SOMEWHAT EASY for me to perform 3 = AVERAGE DIFFICULTY for me to perform

W= I perform this task WEEKLY M= I perform this task MONTHLY

4 = DIFFICULT for me to perform

Y = I perform this task YEARLY or less

5 = VERY DIFFICULT for me to perform

N = I have NEVER performed this task

If you have not performed a given task before, estimate how difficult the task would be for you to perform

Instructor Development Needs Assessment (IDNA)

Survey Form - For each task, circle Difficulty, Importance, and Frequency Levels
Task Assist in developing vision and mission statements Assist in developing strategic plan Assist in developing instructional policies Determine student learning needs (perform needs analysis) Determine most effective instructional methodology based on student learning styles Research subject area Master subject area Assist in developing a curriculum outline Team develop a course Develop course syllabus Develop course objectives/goals Develop lesson plan Develop lesson objectives Develop paper-andpencil test Develop multiple-choice test items Develop short answer test items Task 1 2 3 4 5 1 2 3 4 5 D W M Y N Difficulty 1 2 3 4 5 Importance 1 2 3 4 5 Frequency D W M Y N

1 2 3 4 5

1 2 3 4 5

D W M Y N

1 2 3 4 5

1 2 3 4 5

D W M Y N

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

D W M Y N D W M Y N D W M Y N

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

D W M Y N D W M Y N D W M Y N

1 2 3 4 5 1 2 3 4 5

1 2 3 4 5 1 2 3 4 5

D W M Y N D W M Y N

1 2 3 4 5

1 2 3 4 5

D W M Y N

1 2 3 4 5

1 2 3 4 5

D W M Y N

1 2 3 4 5 Difficulty

1 2 3 4 5 Importance

D W M Y N Frequency

Develop essay test items Develop matching test items Develop fill-in-theblank test items Develop performancebased test Develop performance standards/identified desired outcomes Develop instructions for student projects, research papers, and assignments Develop alternative assessment methods (portfolios, selfevaluation, peer evaluation, rubrics) Assist in the development of tools for determining the effectiveness of course instruction Select course reading material (books, magazines, on-line resources) Select course audiovisual material (videos, cassettes) Select course software Select equipment to be used by students in classroom/lab Select/develop visual aids to be used in course (such as maps, models)

1 2 3 4 5 1 2 3 4 5

1 2 3 4 5 1 2 3 4 5

D W M Y N D W M Y N

1 2 3 4 5

1 2 3 4 5

D W M Y N

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D W M Y N

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D W M Y N

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D W M Y N

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D W M Y N

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D W M Y N D W M Y N

1 2 3 4 5

1 2 3 4 5

D W M Y N

Task

Difficulty

Importance

Frequency

Select case studies for course Select simulations/games for course Manage/monitor course material budget Procure material to be used by students in course Develop lesson plan transparencies Develop computerized slide show for lesson plan Develop slide projector show for lesson plan Develop student handouts/guides

1 2 3 4 5

1 2 3 4 5

D W M Y N

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1 2 3 4 5

D W M Y N

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1 2 3 4 5

D W M Y N

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D W M Y N

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D W M Y N

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D W M Y N

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D W M Y N

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D W M Y N

1 2 3 4 5 Develop case studies for course Develop simulations, games for course Operate/maintain computer Use word processing software Use desktop publishing software Use programming software Use spreadsheet software Use presentation/graphic software Task 1 2 3 4 5

1 2 3 4 5

D W M Y N

1 2 3 4 5

D W M Y N

1 2 3 4 5

1 2 3 4 5

D W M Y N

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1 2 3 4 5

D W M Y N

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1 2 3 4 5

D W M Y N

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1 2 3 4 5

D W M Y N

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1 2 3 4 5

D W M Y N

1 2 3 4 5

1 2 3 4 5

D W M Y N

Difficulty

Importance

Frequency

Access/use Internet Use e-mail system Operate/maintain slide projector Operate/maintain overhead projector Operate/maintain VCR Operate/maintain LCD projector Operate/maintain computer printer Operate/maintain scanner Operate/maintain student classroom/lab equipment

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

D W M Y N D W M Y N D W M Y N

1 2 3 4 5

1 2 3 4 5

D W M Y N

1 2 3 4 5 1 2 3 4 5

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D W M Y N D W M Y N

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D W M Y N

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D W M Y N

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D W M Y N

Operate/maintain photocopying machine Arrange classroom/lab so that it is conducive to learning Inspect the classroom/lab for safety hazards Introduce self to students Provide course overview to students (cover syllabus, goals, objectives, learning expectations) Cover course ground rules (attendance, breaks, lab procedures, grading, evacuation procedures) Task Conduct an icebreaker

1 2 3 4 5

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D W M Y N

1 2 3 4 5

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D W M Y N

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D W M Y N

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D W M Y N

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D W M Y N

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1 2 3 4 5

D W M Y N

Difficulty 1 2 3 4 5

Importance 1 2 3 4 5

Frequency D W M Y N

Discuss learning from previous course session/build bridge to current session Discuss anticipated learning in current course session Present subject matter verbally while practicing effective questioning/involvement techniques Demonstrate/model task while practicing effective questioning, involvement techniques Observe student demonstrate/perform task while practicing effective questioning, involvement techniques and providing feedback Provide students with examples to assist them in application of concepts in life/work Motivate students to master subject area, skill, curriculum Provide instruction consistent with policies Team teach course Facilitate simulation or game Facilitate group/team discussion of topic Facilitate computer learning Task Facilitate case study analysis

1 2 3 4 5

1 2 3 4 5

D W M Y N

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D W M Y N

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D W M Y N

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D W M Y N

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D W M Y N

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D W M Y N

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D W M Y N

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D W M Y N D W M Y N

1 2 3 4 5

1 2 3 4 5

D W M Y N

1 2 3 4 5

1 2 3 4 5

D W M Y N

Difficulty 1 2 3 4 5

Importance 1 2 3 4 5

Frequency D W M Y N

Conduct written examination Conduct performancebased examination Conduct, evaluate alternative assessment methods (portfolios, selfevaluation, peer evaluation, rubrics) Provide students with instructions for completing projects, research papers, assignments Grade written examinations Grade performancebased examinations Grade projects, research papers, assignments Maintain gradeattendance book Evaluate examination, project, assignment, and or research paper results to determine instructional effectiveness Use examination, project or paper results to modify lessons to improve instructional effectiveness Review examination, paper, and project results with students

1 2 3 4 5

1 2 3 4 5

D W M Y N

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1 2 3 4 5

D W M Y N

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D W M Y N

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D W M Y N

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D W M Y N

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D W M Y N

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D W M Y N

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D W M Y N

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D W M Y N

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D W M Y N

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1 2 3 4 5

D W M Y N

Task Summarize learning at end of course lesson

Difficulty 1 2 3 4 5

Importance 1 2 3 4 5

Frequency D W M Y N

Solicit post-course feedback, evaluation from students Use student post-course feedback, evaluation to determine instructional effectiveness Respond to fire alarm, bomb threat, severe weather during course session Respond to a student who is injured/becomes ill during a course session Respond to potential blood-borne pathogens in classroom, lab Deal with student who becomes violent or threatens violence Deal with student who appears to be intoxicated, on drugs Deal with student who is angry with you Deal with student who is verbally disrupting the course session Deal with student who is harassing another student Deal with student who is chronically late or absent from class Deal with student observed cheating on an examination Task Deal with student who is passively hostile, resistant to learning

1 2 3 4 5

1 2 3 4 5

D W M Y N

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D W M Y N

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D W M Y N

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D W M Y N

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D W M Y N

Difficulty 1 2 3 4 5

Importance 1 2 3 4 5

Frequency D W M Y N

10

Deal with student who is functionally illiterate Deal with student who is not performing up to her/his abilities Deal with student who tries to do unrelated work during course (not on task) Deal with student who sleeps during course Deal with angry stakeholders (students manager, parents) Make accommodations for disabled students in accordance with federal law Maintain dynamic over student learning and behavior Inspire students to practice life-long learning Counsel students about careers Counsel student who comes to you with problems Coach student one-onone Manage time effectively Write grant or business proposal

1 2 3 4 5

1 2 3 4 5

D W M Y N

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D W M Y N

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D W M Y N

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D W M Y N D W M Y N

Task Write reports, papers Make presentation to peers, superiors

Difficulty 1 2 3 4 5 1 2 3 4 5

Importance 1 2 3 4 5 1 2 3 4 5

Frequency D W M Y N D W M Y N

11

Develop personal objectives, career goals Perform a selfassessment to improve instructional effectiveness Stay up to date in field Assist in evaluation of peers Lead/serve on a committee Manage job stress/prevent burnout

1 2 3 4 5

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D W M Y N

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D W M Y N

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D W M Y N D W M Y N

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D W M Y N

Add organizationspecific tasks as Appropriate 1 2 3 4 5 1 2 3 4 5 D W M Y N

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D W M Y N

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D W M Y N

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12